Working with and Learning from Pedagogical Expertise Diana Laurillard 8-11 August 2006

Working with and Learning from

Pedagogical Expertise

Diana Laurillard

8-11 August 2006Ottawa Congress Centre

QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

QuickTime™ and aNone decompressor


OutlineThe strategic context for e-learningWhat practitioners want from strategyDrivers and enablers for innovative changeWhat practitioners want from learning designLearning design information flowA Module PlannerA Pedagogy PlannerWhy does it matter? - A global perspective






The aims for a 21st century system…

will need the contributions ICT and e-learning can make, to…

Personalisation Personalisation and choiceand choice

FlexibilityFlexibility and and independenceindependence

Opening upOpening up servicesservices

Staff Staff developmentdevelopment

CollaborativeCollaborative partnershipspartnerships

• Personalise teaching and learning

• Include the hard to reach groups

• Open up a more flexible system

• Improve productivity and effectiveness

DfES 5-year strategy for education and skills (2005)DfES 5-year strategy for education and skills (2005)

DfES e-learning strategy (2005)DfES e-learning strategy (2005)





DfES E-Learning consultation 2004

Low skills

Weak content

Lack of infrastructure management

Barriers to innovation - what the practitioners say:

• leaders need support for planning and resourcing ICT• teachers need support to improve their use of ICT

• does not exploit the technology for pedagogy• immature commercial market• unsuitable assessment methods that inhibit change

• need a more robust approach to standards• more institutional capacity to sustain ICT infrastructure• a common approach to networks and platforms • a joined-up approach to procurement

The aims for a 21st century system…

will need the contributions ICT and e-learning can make, to…

Personalisation Personalisation and choiceand choice

Flexibility and Flexibility and independenceindependence

Opening up Opening up servicesservices

Staff Staff developmentdevelopment

Collaborative Collaborative partnershipspartnerships





DfES cross-sector e-learning strategy (2005)DfES cross-sector e-learning strategy (2005)

An integrated online information service

Online learning and personal support for learners

A collaborative approach to personalised learning

ICT training and support package for practitioners

A leadership package for organisational capability

A common digital infrastructure

What does it take to innovate in teaching?

• Strategic plans• Funding imperatives• Learner needs• Stakeholder demands• Career opportunities• Curriculum requirements• Assessment requirements• Quality standards

TeachersDesigners Leaders

Drivers

A strategy must address all these drivers

Drivers = things you can’t ignore

TeachersDesigners Leaders

A strategy must provide all these enablers

Enablers

• Training and development• Information & guidance• Shareable resources• Online communities • Learning design toolkits• Economic modelling• R&D on pedagogies• ICT systems and services• Rights and IPR advice

Enablers = things you can’t do without

What does it take to innovate in teaching?

Drivers

Teachers

We must address all these drivers and enablers

Drivers and enablers for the teacher?

Drivers

Curriculum requirements

Learner needs Career opportunities

Assessment requirements

Information, advice Shareable

resourcesOnline

communities

R&D on pedagogies

Learning design toolkits

Training and development

ICT systems and services

Quality standards

Rights and IPR advice

Economic modelling Enablers

Shareable resources

Online communities

R&D on pedagogies



JISC Design for Learning Programme: a ‘pedagogy planner’

Assistance to promote e-learning quality and re-use

Theory-based but adaptable in light of practice

Support for ‘module’ level blended learning

Support for ‘session’ level blended learning

Enabling iterative design of e-learning

Enabling lecturers to collaborate

An implementation environment for testing e-learning

A User-oriented Planner for Learning Analysis and Design

Findings from lecturers - Module planning

Give me ideas

Help me design teaching

Make it easy

Help me plan the work

Offer sources of inspirationMotivate personalised learning - staff, students and managers all have to want itKey issue is lack of familiarity with pedagogy, Not sure what’s possible with new technology

Key issue is lack of time; Assume low IT skills - scaffold it carefully, make it painlessLanguage and terminology must be explained and changeableMust be able to work from existing plans and materialsPlan use of VLE and what it offers at this levelOvercoming system barriers - hints and tips from other staff

Need to map out module over weeks then work at sequencing and timingOther tutors may have work managed or negotiatedPlan for diverse students, with different skills and experience, pacing, need for feedback

Help with planning the links between objectives, resources, and learning activities;Planning in assessment; Address risks of innovation

Make the design tool flexible

Make it easy

Give me ideas

Give me help with design

Adapt to my practice

Findings from lecturers - Pedagogy planning

Must be able to start at any stage, working from macro to micro, or starting at microLet me modify as module develops, expanding granularity (conditions change)The tool should respond to initial conditions - e.g. offer activities appropriate for numbers

Could be one objective per week, or 1.5 weeks, or several objectives Need support for timing of student workAllow links to existing planning tools - MindManager, ModuleGenieOutput to powerpoint could be useful; don’t limit output - must be easily available

Begin with broad concepts and then prioritise - which need instruction, which need learner activityEnable lecturers to share their practice

Introduce novelty but balance with efficacyA framework for thinking, reminders of what’s possible, new techniques and solutions, expand horizons, ideas not advice, talking heads of other lecturers, drop-down menu of ideas, alternatives Link activities to resourcesFind the relevant resourcesLink to types of pedagogy: typologies to promote variety

Start from a model that can be changedKeep it simple, but extensible - standard templates are good if they produce somethingOffer generic template, and module-specific ones and links to subject examples

Module outline

Data

Distribution of resources

Data

Course Schedule/ Calendar

Data

Publish to staff and students

Session plans and learning activities

Data

Learning Design Information Flow

Initial conditions: Curriculum

AssessmentResourcesLearners

Students

Data Data

Data

Data



From basic initial data: Design the overall module

outline

Given the basic information about the module, you can use this template to plan the initial version of the objectives, assignments and resources

Design the overall module outline

Course title Title Current ideasExperience Keywords/

phrasesRed refers to information that passes to other decision points Blue refers to information passed from other decisions

Notes on lessons learned from previous reading, experience

Distill aims, outline, interests, problems, and learning objectives into keywords and phrases for search

Course credit hoursCourse levelOverall aims Aim 1

Aim 2Aim 3Aim 4

Outline curriculum

Topic 1

Topic 2Topic 3Topic 4Topic 5

Participants' interests

1

234

Problems / misconceptions

1

234

“Give me ideas”A filled template [related]Topical web linksRelated case studiesSubject centre websiteResearch findingsExaminers’ reportsStudent feedback formsQuality reportsRequirements of professional bodies

“Make it easy”Output to next stage:

TopicsLearner needsObjectivesAssessment typesCredit hoursStaff resourceNo. of students

Web-pages orSpreadsheet

Module outline

Data


Data


Data



Data




Students

Data Data

Data

Data



From basic initial data: Design the overall module

outline From overall outline: Plan resource use

Please assign total student time (hours) to be spent on each of the following (activities set in module plan):

LectureTutorialReading materialLibrary workAssignmentWorkshopInteractive testingComputer-based toolsWeb resourcesOnline asynchronous conferenceOnline synchronous conference

Decide study hours by method

Total matches?

“More likely to plan study hours by content than by method”

“Methods have to fit together as part of a learning activity”

This is your current plan for how students spend their time on this course/module:

Assign learning activities to study hours/methods

Is this an appropriate balance of learning activities?> 20% of student time on ‘attending’ may be too much?Change or reassign learning activities to suit your context

Student time (hours) to be spent on learning activities for each mediumLearning activities Lecture Tutorial Print Library TMA Workshop ICMA Tools WebR CMC AudioGr Total hours

Attending 2 1 5 2 1 1 12

Investigating 2 1 2 5

Discussing 4 1 3 2 10

Practising 1 5 2 4 4 16

Articulating 5 2 7

Total contact 2 5 4 3 14Total study 6 4 10 4 6 3 3 36

Learner is taking active part in discussion, not necessarily talking all the time, but expecting to talk. If they are not taking part, but listening, or 'lurking', then that activity would count as 'attending'.

“Help me plan the work”“Help me design the teaching”

Digital tools for data manipulation, charting, designing, testing, etc.Show example

Module outline

Data


Data


Data



Data




Students

Data Data

Data

Data


AssessmentResourcesLearners From overall

outline: Plan resource use

From resource distribution: Plan

the schedule

This is your Module Calendar for the 4 weeks.The times you have assigned to selected methods can

now be distributed by student contact and study time, and senior and support staff time.

ObjectivesStaff/student time in maroon is transferred from the 'Template' worksheet. Red denotes calculated cells

Student contact hours

Student study hours

Academic staff contact hours

Support staff contact hours


Student study hours




Student study hours




Student study hours




Student study hours




Student study hours



Lecture 1 1 0 1 1 1 0 1 0Tutorial 3 10 20 1 4 6 1 3 7 1 3 7 3 0 10 20Print 4 0 0 1 1 1 1 0 4 0 0Library 4 0 4 1 1 1 1 1 1 1 1 0 4 0 4Marked ass't 4 0 27 4 27 0 4 0 27Workshop 5 5 20 5 15 20 5 0 15 20Comp-marked ass't 5 0 0 2 2 1 0 5 0 0Comp-based tools 4 0 0 2 1 1 0 4 0 0Web resources 3 0 3 1 2 2 1 0 3 0 3Online conf 4 0 8 1 2 1 2 1 2 1 2 0 4 0 8Audio graphics 3 0 30 1 10 1 10 1 10 3 0 0 30Totals 12 28 16 112 2 7 4 19 2 7 1 15 7 6 18 41 1 8 3 37 12 28 26 112

Yellow cells/columns can be edited Objectives: Week 4Objectives: Week 1 Objectives: Week 2 Objectives: Week 3

The first four columns show the total time for staff and students, across your selected methods

The totals in the end columns should match those in the first columns.

ObjectivesStaff/student time in blue is transferred from the 'Template' worksheet. Red denotes calculated cells


Student study hours




Student study hours



Lecture 1 1 0Tutorial 3 10 20 1 4 6Print 4 0 0 1Library 4 0 4 1 1Marked ass't 4 0 27Workshop 5 5 20Comp-marked ass't 5 0 0 2Comp-based tools 4 0 0 2Web resources 3 0 3Online conf 4 0 8 1 2Audio graphics 3 0 30 1 10Totals 12 28 16 112 2 7 4 19

Week 1Yellow cells/columns can be edited

All weeksObjectives: Week 1

“Lecturers should be able to generate more columns”

Develop the Module Calendar

The Module Calendar generates an outline Study Guide that can be edited for publishing in the LMS.

The contact and study hours assigned to each method have been entered into this template. Edit the yellow squares to fit the objectives for each week.

Generate the Module Calendar and Study Guide

Study times and objectives have been transferred from the Module Calendar

“Help me plan the work”“Make it easy”“Help me design the teaching”

Module outline

Data


Data


Data



Data




Students

Data Data

Data

Data



From the schedule: Plan the pedagogy and learning

activities

From resource distribution: Plan

the schedule

Select a session or week to design in detailSelect a session or week to design in detail

Week 1: Week 1: Objective(s) 1 (from Study Guide)




Session planning - the ‘Pedagogy Planner’)Session planning - the ‘Pedagogy Planner’)

Where do you wish to begin (tick one)?Where do you wish to begin (tick one)?

Refine the learning objective(s) for this SessionRefine the learning objective(s) for this Session

Define likely learner difficulties with this topicDefine likely learner difficulties with this topic

Decide what it takes to achieve these objectivesDecide what it takes to achieve these objectives

Adapt a related learning activity sequenceAdapt a related learning activity sequence

Design a new learning activity sequenceDesign a new learning activity sequence

Implement a learning activity design in LAMSImplement a learning activity design in LAMS

Planning a sessionPlanning a session

“This would be good for helping new tutors”

“By making plans explicit, this process might help students to force recalcitrant lecturers to do their job properly”

“Make the design tool flexible”

The following learning designs are listed in order of likely usefulness.

Raising awareness of alternative perspectives on an issueEliciting and comparing learners’ initial constructs for a conceptGenerating constructive questionsSupporting a design processUnderstanding how a system works

Select one to work through, and file any sequences, cases or RLOs that might be useful.

Decide what it takes to achieve these objectives

Week 2: [Objectives from Module Calendar]Student contact time: 2 hoursStudent study time: 2 hoursMethod(s): Workshop (2 hours) Digital tool (2 hours)Learners’ needs: [As defined in Module Planner and further refined in previous steps…]

“Use student feedback forms”

The following learning designs are listed in order of likely usefulness.

Raising awareness of alternative perspectives on an issueEliciting and comparing learners’ initial constructs for a conceptGenerating constructive questionsSupporting a design processUnderstanding how a system works

Select one to work through, and file any sequences, cases or RLOs that might be useful.

“Capture experiences of other lecturers”

These patterns would help students think through their initial thoughts for an unfamiliar area of study, and prepare for being introduced to theoretical constructs and definitions.• Related learning patterns• Related LAMS sequence• [Topic] case study from CETL, JISC MLA, etc• Reusable learning objects for [Topic] from MERLOT, JORUM, etc.

http://csis.pace.edu/~bergin/PedPat1.3.html#consistentmetaphor

http://www.rlo-cetl.ac.uk/

http://www.rlo-cetl.ac.uk/

http://www.merlot.org/merlot/materials.htm?category=2295

http://www.merlot.org/merlot/materials.htm?category=2295

Adapt a related learning activity sequence

A sequence to elicit and compareA sequence to elicit and comparelearnerslearners’’ constructs for constructs for ‘‘XX’’

Voting: Which ofthe rest havethis propertyor feature?

Q&A: You have sorted theitems in the same wayfor these properties: A,C, F. What does that tellyou?

Forum: propose your ideas toothers, and compare yoursorts - are they thesame?

Voting: propose and vote onproperties that are themost interesting

Forum: here are the experts’definitions - how wouldyou sort using these?

Voting: Select anythree oftheseinstances ofthe concept‘X’

Repeat the last three steps,selecting threes for the

student until all instanceshave been covered at

least once

Q&A: Can you think ofa property ordescription thatapplies to two butnot to the third?

Link to separatewindowdisplayinginstances ofconceptdisplayed withaccess to zoom

This sequence is designed to help learners think through their initial ideas for an unfamiliar field of study, and prepare for understanding the expert definitions and concepts.

Work through the sequence, to see how you experience it as a learning process.










least once



A sequence to elicit and compare A sequence to elicit and compare learners’ constructs for ‘paintings’learners’ constructs for ‘paintings’

Voting: Which of the rest have this property or feature?

Q&A: You have sorted the items in the same way for these properties: A, C, F. What does that tell you?

Forum: propose your ideas to others, and compare your sorts - are they the same?

Voting: propose and vote on properties that are the most interesting

Forum: here are the experts’ definitions - how would you sort using these?

Voting: Select any three of these paintings

Repeat the last three steps, selecting threes for the student until all instances have been covered at least once

Q&A: Can you think of a property or description that applies to two but not to the third?

Link to separate window displaying paintings displayed with access to zoom









Property:

Yes

No










least once



Does it meet the requirements for a fully supported learning process?

Access to the teacher/expert ideasLearner can offer their ideas Feedback from other learnersCan discuss the work with a teacherClear task goalMeaningful intrinsic feedbackLearners can improve their workLearners can compare their workCan discuss and debate their workThe teacher can adjust the task set











least once



“A framework for thinking, reminders of what’s possible”

RETHINKING UNIVERSITY TEACHING a conversational framework for the effective use of learning technologies

2nd EditionRoutledgeFalmer, 2002

Does it meet the requirements for a fully supported learning process?

Access to the teacher/expert ideasLearner can offer their ideas Feedback from other learnersCan discuss the work with a teacherClear task goalMeaningful intrinsic feedbackLearners can improve their workLearners can compare their workCan discuss and debate their workThe teacher can adjust the task set


Not explicitly stated

Forum: here are the experts’ definitions - how would you sort using these?Q&A: Can you think of a property or description that applies to two but not to the third?


Q&A: You have sorted the items in the same way for these properties: A, C, F. What does that tell you?Yes if they repeat activities


Forum: propose your ideas to others, and compare your sorts - are they the same?No - needs to be adapted

No - needs to be adapted

Week 2: Objective(s) from Module CalendarConsider the assessable learner output from this pattern:


‘Properties’ defined by individual‘Properties’ defined by group Discussion contributionsVoting decisionsUse of expert definitions

Does this give you sufficient to assess (a) whether the objective has been achieved, (b) whether the sequence is effective?

Adapt the sequence until it is ready for testing

Implement and share a learning activity sequence

Set up the learning activity design as a LAMS sequence

Adapt and test until it is clearly an effective learning design

Capture learner outcomes as evidence

Publish sequence on the Module website

Generalise the topic and activities

Publish on the LAMS Community website

A sequence to elicit and compare A sequence to elicit and compare learners’ constructs for ‘paintings’learners’ constructs for ‘paintings’






Voting: Select any three of these paintings



Link to separate window displaying paintings displayed with access to zoom

A sequence to elicit and compare A sequence to elicit and compare learners’ constructs for ‘learners’ constructs for ‘chemicalschemicals’’

Voting: Select any three of these chemicals

Link to separate window displaying chemicals displayed with access to zoom

Property:

Yes

No

“Start from a model that can be changed”“Keep it simple, but extensible - standard templates are good if they produce something”








A sequence to elicit and compare A sequence to elicit and compare learners’ constructs for ‘learners’ constructs for ‘XX’’






Voting: Select any three of these instances of the concept ‘X’



Link to separate window displaying ‘instances of X’ displayed with access to zoomFrom specific to generic ~The pedagogy is captured

in a customisable form and populated with RLOs

“Offer generic templates, and module-specific ones and links to subject examples”

Teachers



Drivers





resourcesOnline

communities

R&D on pedagogies




Quality standards



Shareable resources

Online communities

R&D on pedagogies










“Enable lecturers to share their designs”



Add to library of teachers’ sequences



The LAMS Community - The LAMS Community - www.lamscommunity.org

Ratings of sequences in terms of usefulness and number of downloads

• fully trained through an apprenticeship program

• highly knowledgeable in a specialist area

• licensed to practice as both practitioner and mentor to others in the field

• building on the work of others in their field whenever they begin new work

• conducting practical work using the agreed standards of evidence

• working in collaborative teams of respected peers

• seeking new insights and ways of rethinking

• disseminating findings for peer review and use

Is innovation in teaching like research?Characteristics of being a researcherteacher innovating

Teachers



Drivers





resourcesOnline

communities

R&D on pedagogies




Quality standards



Shareable resources

Online communities

R&D on pedagogies



JISC e-Learning and Pedagogy

www.jisc.ac.uk/elearning_pedagogy

Design for Learning Programmewww.jisc.ac.uk/elp_designlearn.html

Pedagogy Planner projectwww.wle.org.uk/d4l

Learning Patterns projectwww.noe-kaleidoscope.org/pub/

‘Rethinking Pedagogy for the Digital Age’ (forthcoming).

References

http://www.jisc.ac.uk/elearning_pedagogy




http://www.jisc.ac.uk/elp_designlearn.html





http://www.wle.org.uk/d4l

http://www.noe-kaleidoscope.org/pub/

How much HE is online

% None - modest % significantly onlineUK 76 8Canada 75 10Australia 65 16South Africa 85 8Asia Pacific 65 13LI/LMI 88 6Returning 75 12TOTAL 75 9

Low Income/Low-Middle Income countries (LI/LMI)

[Source: OBHE, 2004]

Learning design tools will help to lower the barriers to online teaching and learning

Demand for Higher Education• Worldwide HE places to be 125 million in 2020

• Demand for international education places:

– 2.1 million in 2003

– 5.8 million by 2020

• Age participation rate:

– 40% – 50% in ‘north’

– Below 5% in many developing and emerging economies

[Source: OBHE, 2004]

The Observatory on Borderless Higher Education

www.obhe.ac.uk

Collaborative online teaching innovation will help to meet the demand for HE

http://www.obhe.ac.uk/




We must clarify what we do for education strategiesPractitioners need both career and innovation supportPractitioners want flexibility and ideas in learning designInnovation in teaching should be more research-likeA ‘Learning Design Planner’ must support action researchIt must capture the pedagogy in a customisable formWhy does this matter?

- Education for all - Millennium Goal- HE for all those who want it - Worldwide demand

There is no alternative to effective exploitation of technology






Summary

Documents

Working with and Learning from Pedagogical Expertise Diana Laurillard 8-11 August 2006